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Title: IDENTIFICATION OF GIFTED HIGH SCHOOL STUDENTS: INTELLIGENCE QUOTIENT COMPARED WITH STRUCTURE OF INTELLECT SCREENING FORM FOR GIFTED WITH EMPHASIS ON CREATIVITY.
Creator: BELSITO, ROSEANNE, Florida Atlantic University, Urich, Ted R.
Abstract/Description: Purpose. This dissertation was designed to study the identification of gifted high school students. A comparison was made between the intelligence quotient (IQ) method of identification and the Structure of Intellect Screening Form for Gifted (SFG) method of identifying gifted students in the tenth grade in Broward County, Florida. Method. Random samples of forty gifted tenth grade students and forty advanced tenth grade students were administered the SFG. There was equal representation by...
Show morePurpose. This dissertation was designed to study the identification of gifted high school students. A comparison was made between the intelligence quotient (IQ) method of identification and the Structure of Intellect Screening Form for Gifted (SFG) method of identifying gifted students in the tenth grade in Broward County, Florida. Method. Random samples of forty gifted tenth grade students and forty advanced tenth grade students were administered the SFG. There was equal representation by sex. Gifted students were those who scored at least two standard deviations above the mean on a standardized test of intelligence. Advanced students were those who scored from 115 to 129 on the Short Form Test of Academic Aptitude. Students had to score in the gifted range on at least five of the ten subtests on the SFG to be classified as gifted. Special attention was given to scores on two divergent production subtests of the SFG as an indication of creativity. These subtests were divergent production of figural units (DFU) and divergent production of semantic units (DMU). Results. The results showed that there was a significant difference in change of classification from gifted to non-gifted and from non-gifted to gifted after testing on the SFG. There was no significant difference in the number of students in each category after testing. There was no significant difference in the scores obtained on either the DFU or DMU subtests by gifted males, gifted females, advanced males and advanced females. This was corroborated by analysis of variance computation of mean scores on both subtests. Neither main effect was a source of variation, and the interaction was zero. Recommendations. This study should be replicated using a random sample of all tenth grade students in Broward County, Florida. Continued study should be done at each grade level so that comparisons between and within grade levels can be made. An additional test, divergent production of symbolic units (DSU), should be added to test for creativity. Creativity should be utilized as a criterion in the identification of gifted high school students.
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Date Issued: 1981
PURL: http://purl.flvc.org/fcla/dt/11788
Subject Headings: Education, Tests and Measurements, Gifted children--Identification
Format: Document (PDF)

Title: The views of selected school administrators in Broward County, Florida on managing culturally diverse schools.
Creator: Lucas, Nancy Joan., Florida Atlantic University, Urich, Ted R.
Abstract/Description: Changing demographics, high minority failure, high dropout rates, and evidence of poor race relations are all indications that our nation's educational systems must reexamine the way they view ethnically diverse populations. Efforts are underway to reduce incidents of minority failure and racial conflict by addressing concerns in the areas of school curricula and teacher preparation. Surprisingly, school administrators, to a large extent, have not joined in the multicultural dialogue. The...
Show moreChanging demographics, high minority failure, high dropout rates, and evidence of poor race relations are all indications that our nation's educational systems must reexamine the way they view ethnically diverse populations. Efforts are underway to reduce incidents of minority failure and racial conflict by addressing concerns in the areas of school curricula and teacher preparation. Surprisingly, school administrators, to a large extent, have not joined in the multicultural dialogue. The place to begin in order to help administrators accept the leadership role in meeting the educational needs of minority students is to elicit input from principals with experiences in managing culturally diverse schools. Few research studies have been geared toward the investigation of administrative practices in managing ethnically diverse schools. Even fewer have included listening to the views of administrators who direct these schools. Furthermore, there exists only a modest number of administrative training programs specifically designed to address cultural issues in American schools. As a result there are only limited resources for learning how to lead multicultural schools. Clearly, research is needed that will fully examine the perspectives of the small number of school administrators who have both managed culturally diverse schools and had the opportunity to receive comprehensive training in dealing with cultural issues. The purpose of this study is to identify knowledge and management practices necessary to facilitate a school climate that encourages equity and success for ethnic and minority students in Broward County Public Schools. The results of this study will help to shape further development of needed competencies for school administrators, using a previously administered training program as a foundation for discussion. Without adequate research to identify what an administrator needs to know and be able to do to manage a diverse school community, school administrators have no well-formulated guidelines by which to pattern their efforts in serving these populations. This research has also extended efforts to add to the current limited theory through qualitative inquiry. An analysis of the data collected as a result of this study adds to the discussion related to the dynamics and dimensions involved in leading multicultural schools. In addition, the results help to lay important groundwork for the development of practical and up-to date training programs and university courses for future educational leaders. School administrators lead our nation's educational efforts in preparing future generations of responsible citizens. How prepared they are to lead our schools of increasing cultural and language diversity will depend, in large measure, upon the quality of the research in discovering the management practices found to be useful with minority student populations.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12540
Subject Headings: Minorities--Education--Florida--Broward County, Multicultural education--Florida--Broward County, School management and organization, Multiculturalism
Format: Document (PDF)

Title: Ivory tower or trench? A Q study of legal knowledge and skills for graduate nurses.
Creator: Frock, Terri L., Florida Atlantic University, Urich, Ted R.
Abstract/Description: The Weidman and Stein (1990) professional socialization conceptual framework provided the organizing structure for a Q-methodological study about the perceptions held by professional nursing program faculty and nursing employers regarding required legal knowledge and skills for graduate nurses. The purpose of this study was to identify common viewpoints from these socializing agents about a nursing program socialization outcome of legal knowledge and skills. "What major patterns of perception...
Show moreThe Weidman and Stein (1990) professional socialization conceptual framework provided the organizing structure for a Q-methodological study about the perceptions held by professional nursing program faculty and nursing employers regarding required legal knowledge and skills for graduate nurses. The purpose of this study was to identify common viewpoints from these socializing agents about a nursing program socialization outcome of legal knowledge and skills. "What major patterns of perception, if any, can be identified from nursing faculty and nursing employers regarding legal knowledge and skills?" was the research question guiding the study. An investigator-constructed Q sample of 60 statements was based on a literature review, Model Curriculum of Legal Content in Nursing Education (The American Association of Nurse Attorneys, 1992) document, and pilot study results. The Q-sample statements were administered during 1993 to a total of 60 subjects from four counties in southeastern Florida. The P set consisted of 20 associate degree nursing (A.D.N.) faculty, 20 bachelor of science in nursing (B.S.N.) degree faculty, and 20 hospital-based nursing employers responsible for hiring or supervising graduate nurses. The Q-sample statements were sorted according to a 11-point most-agree/most-disagree distribution continuum. Correlation and factor analysis were performed with SPSS-X version 4.1 (SPSS, 1990) and QMethod (Atkinson, 1992) VAX/VMS statistical packages. The selected factor solution was the two-factor, principal axes factoring with varimax rotation. The ivory tower factor represented an educational view of the graduate nurses' legal knowledge and skills ability by persons involved with the academic side of nursing (nursing faculty). This factor articulated the strong belief, support, and positive regard for graduate nurses' legal knowledge and skills ability. The trench factor signified a performance-based view of the graduate nurses' legal knowledge and skills comprehension from individuals associated with the practice realm of nursing (nursing employers). This factor placed a dismal level of confidence in graduate nurses' legal knowledge and skills ability and detected deficits in nursing curricula. This research corroborates the perceived nursing theory/practice gap. Implications and recommendations were generated for nursing theory, education, and practice.
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Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/12367
Subject Headings: Nursing--Law and legislation, Nursing schools--Curricula
Format: Document (PDF)

Title: STATUS OF SUBSTITUTE TEACHER PROGRAMS AND A MODEL STAFF DEVELOPMENT PLAN FOR THREE SOUTH FLORIDA COUNTIES.
Creator: BRAKE, HAROLD M., Florida Atlantic University, Urich, Ted R.
Abstract/Description: Purpose. The primary purpose of this study was to determine the status of substitute teacher program services in selected counties in South Florida. The evidence from the investigation was then used in the development of a model of desirable characteristics for substitute teacher programs to improve the selection, placement, training, and evaluation of substitute teachers in the districts investigated. Specific questions to be answered were the following: (1) What are the current practices...
Show morePurpose. The primary purpose of this study was to determine the status of substitute teacher program services in selected counties in South Florida. The evidence from the investigation was then used in the development of a model of desirable characteristics for substitute teacher programs to improve the selection, placement, training, and evaluation of substitute teachers in the districts investigated. Specific questions to be answered were the following: (1) What are the current practices and procedures for the selection, placement, training, and evaluation of substitute teachers in selected counties in South Florida? (2) What alternatives can be developed for a model program to improve the selection, placement, training, and evaluation of substitute teachers in selected counties in South Florida? Procedure. This study was limited to the three school districts of Broward, Martin, and Palm Beach, located on the southeast coast of Florida. These three school districts represented small, moderately large, and large school districts in South Florida. Four surveys were developed for this study. The four surveys were designed to obtain information and perceptions from the four district groups that deal with substitute teachers: (1) the district office, (2) principals, (3) teachers, and (4) substitute teachers. The instruments dealt basically with the four areas of substitute teacher services: (1) selection, (2) placement, (3) training or orientation, and (4) evaluation. Conclusions and Recommendations. Although selection procedures and placement procedures were rated as "satisfactory" or above by the vast majority of principal, teacher, and substitute teacher respondents in all three school districts, there was still need for improvement in these substitute teacher services. Orientation procedures and evaluation procedures were areas of concern of principal, teacher, and substitute teacher respondents in all three school districts. These areas of substitute teacher services need to be improved to meet the needs of principals, teachers, and substitute teachers. In summary, substitute teachers make a valuable contribution to the continuity of the educational program. It is the responsibility of the administration to provide the best possible substitute teacher service to assure the success of the educational program when the regular teacher is absent.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11839
Format: Document (PDF)

Title: A STUDY OF THE OPINIONS OF FLORIDA'S PUBLIC SECONDARY SCHOOL PRINCIPALS, ENGLISH DEPARTMENT CHAIRPERSONS, AND SCHOOL BOARD MEMBERS ON SELECTED ISSUES CONCERNING THE "NO PASS/NO PLAY" RULE.
Creator: HODGES, JAMES WALTER, JR., Florida Atlantic University, Urich, Ted R.
Abstract/Description: This study was designed to determine if significant differences exist in the opinions of Florida's public secondary school principals, English department chairpersons, and school board members concerning the proposed "no pass/no play" rule. The population of 401 subjects included the principals and English department chairpersons from all 167 public secondary schools with enrollments of grades nine through twelve, and a school board member from each of the sixty-seven counties in Florida. The...
Show moreThis study was designed to determine if significant differences exist in the opinions of Florida's public secondary school principals, English department chairpersons, and school board members concerning the proposed "no pass/no play" rule. The population of 401 subjects included the principals and English department chairpersons from all 167 public secondary schools with enrollments of grades nine through twelve, and a school board member from each of the sixty-seven counties in Florida. The assessment instrument was a questionnaire that employed a Likert scale providing each subject with a five-point scaled response to fourteen items related to the rule. These items elicited the opinions of these groups concerning the adoption of the rule, its potential impact, and other related issues. Statistical treatment of the data included a 3 x 2 x 5 analysis of variance to determine if a significant difference existed between the mean scores of the three groups, also subdivided by gender and five age categories on each set of items tested. Significant differences (p >.05) were found between the groups but not between gender and age categories. The Scheffe post hoc test revealed which pairwise group differences were significant. Analysis of the data indicated that significant differences existed among all three groups in their opinions concerning the "no pass/no play" rule, with English department chairpersons being the only group to show some support for its adoption. Secondary school principals were consistently opposed to the rule and felt that it would have an undesirable impact on their school communities. Although English department chairpersons and school board members agreed that the rule would increase academic achievement, they were undecided about the total effect the rule could have. The "no pass/no play" rule could serve to re-focus the attention of the educational community on academic achievement by encouraging innovative procedures to assist students and by reminding students that they must shoulder the responsibility for their academic success.
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Date Issued: 1987
PURL: http://purl.flvc.org/fcla/dt/11905
Subject Headings: Academic achievement, High schools--Legal status, laws, etc --Florida
Format: Document (PDF)

Title: Using Computer Self-Efficacy Scale to measure the attitudes of Taiwan elementary preservice teachers toward computer technology.
Creator: Chao, Wan-Yu, Florida Atlantic University, Urich, Ted R.
Abstract/Description: The purpose of the study was to identify the attitudes of preservice teachers enrolled in one elementary teacher training college in Taiwan toward selected issues related to computer technology as measured by the Computer Self-Efficacy (CSE) scale. The focus of this study, as measured by the CSE scale, was to determine whether significant differences existed between the attitudes of Taiwan preservice teachers regarding computer experience, computer training course, and computer ownership. The...
Show moreThe purpose of the study was to identify the attitudes of preservice teachers enrolled in one elementary teacher training college in Taiwan toward selected issues related to computer technology as measured by the Computer Self-Efficacy (CSE) scale. The focus of this study, as measured by the CSE scale, was to determine whether significant differences existed between the attitudes of Taiwan preservice teachers regarding computer experience, computer training course, and computer ownership. The sample was comprised of 200 preservice teachers enrolled in one elementary teacher training college in Taiwan during the 2000--2001 school year. The instrument utilized in this study, CSE scale, was distributed to 200 preservice teachers randomly selected from one elementary teacher training college in Taiwan. It consisted of 30 items with a 6-point Likert scale that measured student responses concerning their attitudes toward computers. Data were analyzed through statistical methods including descriptive analysis, unpaired t-test, Pearson product-moment correlation test, analysis of variance, and two-way analysis of variance. A general threshold for significance was at the .05 alpha level. Results indicated that there was no significant difference in CSE scores among preservice teachers who were enrolled in five major fields of study in one elementary teacher training college in Taiwan. Preservice teachers' CSE scores showed no significant difference when based on gender. Results of the Pearson product-moment correlation identified a significant correlation between the level of computer experience and CSE scores. Results of unpaired t-test indicated a significant difference between preservice teachers who have and those who have not attended a computer training course. Results of unpaired t-test revealed a significant difference between preservice teachers who owned a computer and those who did not. The knowledge of preservice teachers and their attitudes toward computer technology are assumed to be important for implementing computer-based technology in Taiwan's elementary teacher training programs. The use of a CSE scale to identify the attitudes of preservice teachers toward computer technology would provide Taiwan educators the ability to determine individual problems and concerns of preservice teachers that are associated with the use of computer-based learning systems in teacher training colleges.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/11960
Subject Headings: Student teachers--Effect of technological innovations on
Format: Document (PDF)

Title: Teaching reading strategies through science to middle school below-level readers and its implications for staff development.
Creator: Centrone, Elena Marie, Florida Atlantic University, Urich, Ted R.
Abstract/Description: This study investigated the effect of teaching reading through the content area of science on the reading achievement test scores of middle school below level readers when the science teachers received extensive staff development. Therefore, the staff development model developed and implemented by the researcher was an important part of this study. Participants were 811 seventh and eighth grade students who scored between the 21st and 50th percentile on a standardized measure administered...
Show moreThis study investigated the effect of teaching reading through the content area of science on the reading achievement test scores of middle school below level readers when the science teachers received extensive staff development. Therefore, the staff development model developed and implemented by the researcher was an important part of this study. Participants were 811 seventh and eighth grade students who scored between the 21st and 50th percentile on a standardized measure administered each spring. Four hundred and five students served as the experimental group and 406 students served as the control group. The control group received reading instruction in separate reading classes taught by certified reading teachers. There were 16 teachers from 10 middle schools who volunteered to be a part of this study. The 10 science teachers received 60 hours of staff development that included modeling, coaching, and feedback. There were four full days of training prior to school opening, after school seminars, on site assistance with lesson planning, modeling of lessons, coaching, and feedback. A 2X2 ANCOVA was used to determine statistical relationships between the method of instruction (reading taught through science and reading taught in separate classes) and the grade level of the students (seventh and eighth grades). Informal qualitative data was gathered on the teachers' knowledge base for teaching reading and teacher attitudes regarding their responsibility for teaching reading. A pre- and posttest of teacher knowledge and a pre- and post survey of teacher attitudes were administered to each teacher involved in this study. The results indicated that there was no significant difference in the reading achievement test scores of seventh and eighth grade below-level readers who received reading instruction in science and those who received reading in separate classes of reading taught by certified reading teachers. The informal data showed that the science teachers who were involved in the study did significantly increase their knowledge base about teaching reading through their content area. This was reflected in the difference between their pretest and posttest scores on the test of teacher knowledge. There was also a change in their attitudes about the responsibility for teaching reading. On the pre survey they indicated that the science content should be their main instructional responsibility. On the post survey they indicated that teaching reading should be a major focus of their instruction.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12478
Subject Headings: Reading (Middle school), Science--Study and teaching, Reading comprehension, Teachers--In-service training, Reading teachers--Training of
Format: Document (PDF)

Title: A COMPARATIVE STUDY OF MALE AND FEMALE SCHOOL BOARD MEMBERS' ATTITUDES TOWARD WOMEN ADMINISTRATORS IN THE STATE OF FLORIDA (DISCRIMINATION, SCHOOL BOARDS).
Creator: GARNETT, PATRICIA F., Florida Atlantic University, Gray, Mary B., Urich, Ted R., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Although legislation regarding women's rights has been passed in recent years, it has had little effect on the number of women in educational administration. This dissertation was undertaken to compare the attitudes of male and female school board members toward women in administrative positions in the state of Florida. The test instrument was the Women as Managers Scale (WAMS) developed by Peters, Terborg, and Taynor in 1974 for the purpose of detecting biased attitudes toward women in...
Show moreAlthough legislation regarding women's rights has been passed in recent years, it has had little effect on the number of women in educational administration. This dissertation was undertaken to compare the attitudes of male and female school board members toward women in administrative positions in the state of Florida. The test instrument was the Women as Managers Scale (WAMS) developed by Peters, Terborg, and Taynor in 1974 for the purpose of detecting biased attitudes toward women in various organizations. This was a self-administered questionnaire sent to 100 percent of the school board members in the state of Florida for 1982-83 as listed in the Florida Education Directory. Seventy-three percent of the board members returned the questionnaire, with 65 percent returning full information. There were 160 males and 61 females included in the study. Responses came from 65 of the 67 counties. Information was obtained regarding age, sex, size of school district, and level of education in addition to the twenty questions of the questionnaire which covered four different attitude factors. Using the SPSS formula for analysis of variance, each dependent variable was used in an analysis with each independent variable to determine if any specific factor could be a possible cause of the attitudes reported. The null hypotheses stated that there would be no significant change in the attitudes of male and female school board members toward women in administration regardless of age or level of education. The results of the survey showed that there was a difference between male and female board members' attitudes; however, the results of the analysis of variance tests for interactions of age, sex, and educational level were not significant at the .05 Alpha level. Sex was the only significant variable, but since sex differences in attitudes among Florida school board members were not significantly dependent upon age or educational level, the null hypotheses could not be rejected. Males were consistently more negative than females in their perceptions of women as managers across the age and educational level intervals used in the study.
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Date Issued: 1985
PURL: http://purl.flvc.org/fcla/dt/11872
Subject Headings: Education--Florida--Administration, Women in education--Florida
Format: Document (PDF)

Academic achievement (5)	+ -
School management and organization (3)	+ -
Prediction of scholastic success (2)	+ -
AIDS (Disease) in children--Florida (1)	+ -
African American women--Employment--Public opinion (1)	+ -

Algebra--Study and teaching (Higher) (1)	+ -
Attitude change (1)	+ -
Career development--Research (1)	+ -
Children with disabilities--Education (1)	+ -
Creative ability in children (1)	+ -
Creative thinking (1)	+ -
Curriculum change (1)	+ -
Education, Tests and Measurements (1)	+ -
Education--Florida--Administration (1)	+ -
Elementary school administration (1)	+ -
Elementary school teachers--Attitudes (1)	+ -
Exceptional children (1)	+ -
Gangs--Florida (1)	+ -
Gifted children--Identification (1)	+ -
High schools--Florida--Palm Beach County (1)	+ -
High schools--Legal status, laws, etc --Florida (1)	+ -
Language arts (Middle school)--Curricula (1)	+ -
Learning disabilities (1)	+ -
Lutheran Church--Education--United States (1)	+ -
Lutheran Church--Missouri Synod --Board of Parish Education (1)	+ -
Mainstreaming in education (1)	+ -
Middle school teachers--Florida--Attitudes (1)	+ -
Minorities--Education--Florida--Broward County (1)	+ -
Multicultural education (1)	+ -
Multicultural education--Florida--Broward County (1)	+ -

Education--Florida--Orange County (1)	+ -
Educational accountability--Florida--Broward County (1)	+ -
Elementary school teachers--Training of--Taiwan (1)	+ -
High school environment--Florida--Broward County (1)	+ -
Ninth grade (Education)--Florida--Broward County (1)	+ -

Puerto Ricans--Education--Florida (1)	+ -
Schools--Florida--Orange County (1)	+ -
Student teachers--Taiwan--Attitudes (1)	+ -
Substitute teachers--Florida (1)	+ -
Teachers--Selection and appointment--Florida--Broward County (1)	+ -
Teenage mothers--Florida--Broward County (1)	+ -
Teenage pregnancy--Florida--Broward County (1)	+ -

Florida Atlantic University (28)	+ -
Urich, Ted R. (28)	+ -
Gray, Mary B. (2)	+ -
BELSITO, ROSEANNE (1)	+ -
BENSON, HAYWARD J., JR. (1)	+ -

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